Kågström, Mari
- Department of Urban and Rural Development, Swedish University of Agricultural Sciences
Abstract
This paper brings together competence frameworks from Education for Sustainable Development (ESD) and Environmental Assessment (EA) teaching - including EIA and SEA - to explore how attitudes can be more fully integrated into EA competence development in higher education. While existing EA teaching frameworks primarily emphasise knowledge and skills, the attitudinal dimension - essential for ethical reflection, value-sensitivity, and sustainability-oriented action - remains largely implicit. Drawing on conceptual and pedagogical insights from both fields, we propose a model of EA competence for higher education teaching that integrates knowledge, skills, and attitudes, positioning attitudes as central rather than peripheral. We argue that by making this dimension explicit, EA teaching can more effectively prepare students to engage with EA in ways that support sustainability transitions in practice.
Keywords
Environmental Impact Assessment (EIA); Strategic Environmental Assessment (SEA); education; teaching; change agency; key competencies in sustainability
Published in
Impact Assessment and Project Appraisal
2025
Publisher: ROUTLEDGE JOURNALS, TAYLOR AND FRANCIS LTD
SLU Authors
UKÄ Subject classification
Pedagogy
Environmental Studies in Social Sciences
Publication identifier
- DOI: https://doi.org/10.1080/14615517.2025.2516917
Permanent link to this page (URI)
https://res.slu.se/id/publ/142711